1. Visions, Practices, and Measures: International Experiences on Achieving High Quality Inclusion Camille Catlett, John Forster, & Elena Soukakou

2. Agenda Building the Framework: Establishing a Vision for High Quality Inclusion Quantifying What’s Really Important: Using the Inclusive Classroom Profile to Measure Quality Inclusion Achieving the Vision: Evidence- Based Practices That Support Inclusion

3. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC Defining Inclusion

4. Definition Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society.

5. … desired results of inclusion The desired results of inclusive experiences for children with and without disabilities and their families include  a sense of belonging and membership,  positive social relationships and friendships,  development and learning to reach their full potential.

6. … three defining features of inclusion ACCESS PARTICIPATION SUPPORTS

7. Visions, Practices and Measures: International experiences on achieving high quality inclusion John Forster CEO Noah’s Ark Inc Melbourne, Australia

8. Case study: Developing a joint statement on inclusion between professional sectors in Australia Developing a shared vision: What relationships will make your work in inclusion more successful? copyright Noah's Ark Inc 2012 8

9. Overview  Vision and Relationships  Australian context  Development of Statement  Reflections copyright Noah's Ark Inc 2012 9

10. How important is shared vision?  Connections in learning experiences  Connections in work experiences  Importance of relationships to inclusion copyright Noah's Ark Inc 2012 10

11. What makes inclusion work?  Positive attitudes and beliefs  Flexible programs  Good professional support  Access to resources copyright Noah's Ark Inc 2012 11

12. Why are shared vision and strong relationships important? Short term: maximises existing capacity Long term:  builds skills and knowledge  creates rationale for greater investment  supports from communities and cultures  positive policies and budgets copyright Noah's Ark Inc 2012 12

13. Australian Context  Government: 6 States and 2 mainland territories  Landmass: five per cent of world  Population: almost 23 million  States / Territories: responsible for health and education  Australian Government: responsible for Child Care copyright Noah's Ark Inc 2012 13

14. 14

15. 15

16. 16

17. 17

18. Australia: The Good News  Early Childhood Education and Care Reforms  National Quality Framework  Universal 4 year old program of 15 hours  National Disability Strategy  National Disability Insurance Scheme copyright Noah's Ark Inc 2012 18

19. Australia: The Reality Check  Vastly different experiences  Lack of Bill of Rights  Lack of professional development  Poor rating by OECD  Resources inconsistent/ limited  Lack of data copyright Noah's Ark Inc 2012 19

20. Brief Cultural Comparison USAAUSTRALIA Founders: PilgrimsFounders: Convicts Purpose: Self- improvement Purpose: Avoid getting caught Better oneselfStick with your mates Measures of performanceDon’t let boss know Individual celebrationTall poppy syndrome copyright Noah's Ark Inc 2012 20

21. Shared Vision: Joint Statement on Inclusion USAAUSTRALIA DECECIA Early Childhood Intervention Australia NAEYCECA Early Childhood Australia copyright Noah's Ark Inc 2012 21

22. Shared Vision: Process  Listening sessions (7)  Expert panels (2)  National survey (1403)  Drafting Team (2+2)  Consultation to branches (15)  Final Drafting copyright Noah's Ark Inc 2012 22

23. Joint Statement Structure  Position Statement  Underlying beliefs: Rights, Principles, Ethics  Rationale: Why do we need a statement?  Actions: Professional bodies, services, institutions copyright Noah's Ark Inc 2012 23

24. Joint Statement: Actions  Attitudes  Workforce  Collaboration  Lack of cross sector understanding  Quality of early childhood services copyright Noah's Ark Inc 2012 24

25. Joint Statement: Rights ECAECIA Rights of the child Convention on the Rights of Persons with a Disability Statements on Inclusion in mainstream education copyright Noah's Ark Inc 2012 25

26. Joint Statement: Principles ECAECIA Best interests of child Social Inclusion Diversity Equity Importance of families High Expectations for every child Evidence-based practice copyright Noah's Ark Inc 2012 26

27. Joint Statement: Rationale  Children’s services and institutional care  Segregated EI services  Human Rights and access  Outcomes for every young child copyright Noah's Ark Inc 2012 27

28. Position Statement  Our position is that children with a disability have the same rights as all children and additional rights because of their disability. They share with all children the right to be valued as individuals and as contributing members of families, communities and society. copyright Noah's Ark Inc 2012 28

29. Position Statement  Every child is entitled to access and participate in ECEC programs which recognise them as active agents in their own lives and learning, respond to them as individuals, respect their families as partners and engage with their diverse backgrounds and cultures. copyright Noah's Ark Inc 2012 29

30. Position Statement  This means that ECEC services and support professionals must be resourced and supported to the level required to fully include children with a disability and to achieve high quality outcomes for all children. copyright Noah's Ark Inc 2012 30

31. Reflections: Developing relationships Process needs patience:  Telling the stories  Agreeing the principles/values  Agreeing the position copyright Noah's Ark Inc 2012 31

32. Reflections: Sector relationships Shared expertise vital for:  Professional development  Individualized programs  Positive attitudes  Utilisation of resources copyright Noah's Ark Inc 2012 32

33. Reflections: Future action  How do we ensure that the shared ECA and ECIA vision becomes a reality? copyright Noah's Ark Inc 2012 33

34. Reflections: Your reflections  Shared Vision: What relationships will make your work in inclusion more successful? copyright Noah's Ark Inc 2012 34

35. + Elena Soukakou FPG Consultant Research Fellow, Oxford University Quantifying What’s Really Important: Using the Inclusive Classroom Profile (ICP) to Measure the Quality of Inclusion

36. + How Do We know If We Are Practicing High Quality Inclusion?

37. + 37 How Do States Address Special Needs with QRIS? Several states with statewide QRIS have included standards for the care of children with special needs but there is no standard approach (NPDCI, 2008; NCCIC, 2010)

38. + Grassroots Perspectives on QRIS & Inclusion Survey of child care directors (n=48) in 8 states about benefits and challenges of participating in QRIS indicated concern about this issue (Schulman, Matthews, Blank, & Ewen, 2012) Childcare directors discussed “the importance not only of standards appropriate for children with special needs, but also of assessors with knowledge in special education who could recognize appropriate practices for children with special needs” (Schulman, Matthews, Blank, & Ewen, 2012, p.27)

39. + Young children with disabilities can experience low quality in classes that are otherwise rated as being of high quality Wolery, et al., 2000

40. + Need for ‘Inclusion-Specific’ Quality Indicators To assess new knowledge on evidence-based inclusive practices For in-depth assessment of inclusive practices To assess differentiated implementation for accommodating individual needs

41. + Moving Beyond Global Quality The Inclusive Classroom Profile (ICP) Designed to complement existing classroom quality measures & standards Focus on inclusive practices that support the individual needs of children with disabilities

42. + The Inclusive Classroom Profile (ICP) Structured Observation 1-7 point Rating Scale 12 Inclusive Practices

43. + How Can the ICP Be Used? As a research tool, to gather information about inclusive practices. As one component of QRIS As a basis for PD to support quality improvement efforts.

44. 1. Adaptation of Space and Materials

45. 2. Adult Involvement In Peer Interactions

46. 3. Adult Guidance Of Children’s Play

47. 4. Conflict Resolution

48. 5. Membership

49. 6. Relationships between Adults and Children

50. 7. Support for Communication

51. 8. Adaptation of Group Activities

53. 9. Transitions between Activities

54. 10. Feedback

55. 11. Family-Professional Partnerships

56. 12. Monitoring Children’s Learning

58. + Who Is Being Observed? Children with identified disabilities in the context of classroom activities and social interactions with adults and peers Teachers, co-teachers, specialists

59. + Administration Observation Teacher interview Document review

60. + Adult Guidance of Children’s Play

61. + Pilot Studies on the ICP 1 st pilot study in the UK showed promising results on reliability & validity (Soukakou, 2012) 2 nd pilot study in the US replicates findings in collaboration with: NC Department of Instruction, Exceptional Children

62. + Research Questions Did assessors learn to use the ICP as intended to be used? What is the evidence for reliability and validity of the ICP? Did assessors find the ICP useful for rating quality within QRIS?

63. + Sample 51 inclusive classrooms in one state Public Pre-K (5), Head Start (13), Developmental Day programs (13), Other child care centers (20) 150 children with disabilities

64. + Procedures 51 ICP assessments 50 ECERS-R assessments Assessor Survey for gathering data on ICP functionality

65. + Key findings Assessors established adequate reliability proficiency upon training. Evidence for construct validity. Differences in quality of inclusion across types of programs. Assessors found the ICP easy to use and useful for integration with QRIS.

66. + Next Steps Assessment tool  developing effective training approaches for users Professional development tool  developing professional development materials

67. Shifting Paradigms be able to do Know & Evidence- based practices Evidence

68. Research Synthesis Points on Inclusion and on Quality Inclusive Practices

69. Evidence-Based Practices that Support Inclusion handouts

70. Putting Access, Participation, and Supports into Action

71. Questions? Comments?